™
Science and Model Rockets
A Curriculum for Grades 5-8
Written by Sylvia Nolte, Ed. D.
Based on Nancy Stoops’ Model Rocketry Course Outline
Updated and edited by Ann Grimm
EstesEducator.com
®
[email protected]
800.820.0202
© 2012 Estes-Cox Corp.
NOTES
ESTES 2 EDUCATOR™
CONTENTS
Introduction..............................................................................................................5
Goals ........................................................................................................................6
General Background for the Teacher.......................................................................7
Lesson Plans .......................................................................................................8-43
1. Lesson 1 (One Day): Learning About Motion and
Flight with a Model Rocket ...............................................................8-13
2. Lesson 2 (One Day): Rocket Stability - How and Why ..................14-18
3. Lesson 3 (Two Days): How Can I Figure Out How High My
Rocket Can Fly?...............................................................................19-25
4. Lesson 4 (Two Days): Rocket Principles and Rocket Recovery .....26-33
5. Lesson 5 (One Day): Launching Rockets Safely-A Necessity!.......34-37
6. Lesson 6 (Two Days): Launching a Rocket - Seeing is Believing ..38-43
Extension for the Unit...........................................................................................44
Appendix A
Activity Sheets..............................................................................................45-59
#1 Vocabulary Study - Words for Rocketeers...................46-48
#2 Video Response Sheet - What I Always Wanted to
Know About Rockets........................................................49
#3 Determining Altitude - Making Your Own Altitude
Measuring Device and Learning How to Use It .........50-52
#4 NAR Model Rocketry Safety Code.............................53-56
#5 Determining Average Speed - How Fast Did It Fly?........57
#6 Launch Data Sheet - Group ..............................................58
#7 Launch Data Sheet - Individual ........................................59
ESTES 3 EDUCATOR™
CONTENTS (Continued)
Appendix B
Overhead Transparencies............................................................................60-65
#1 Flight Sequence of a Model Rocket (Lesson 1) ..................................61
#2 Newton’s First Law of Motion (Lesson 4) ..........................................61
#3 Newton’s Second Law of Motion (Lesson 4)......................................63
#4 Newton’s Third Law of Motion (Lesson 4).........................................64
#5 Newton’s Laws of Motion - Putting Them Together with
Model Rocketry (Lesson 4 and Lesson 6) ..........................................65
Appendix C
Puzzles .......................................................................................................66-68
Word Search Puzzle - Words for Rocketeers (Lesson 1)..........................67
Word Search Puzzle - All About Rocketry (Lesson 6) .............................68
Appendix D
Certificates ..................................................................................................69-76
Participation Certificate - Rocket Launch.................................................70
Good Guesser Award - Estimation............................................................71
“Get the Facts” Award...............................................................................72
High Flying Rocket Award .......................................................................73
Best Rocket Recovery ...............................................................................74
Best Rocket Speed Ascending ..................................................................75
Best Rocket Speed Descending ................................................................76
ESTES 4 EDUCATOR™
INTRODUCTION
This curriculum guide is designed to meet the needs of the teacher who has
had experience teaching rocketry to students as well as the teacher who is a
beginner in teaching rocketry.
Rocketry is an excellent means for teaching a number of scientific concepts
such as aerodynamics, center of gravity, point of balance, apogee, drag and
thrust. It is also great for the teaching of math using problem solving, calculating formulas, geometry and determining altitude and speed.
Graphing is another skill which can be used in rocketry.
In learning to construct rockets, the student must follow directions, read a
diagram and work carefully and precisely.
This guide is intended to make it as easy as possible to understand rockets
and to teach about rockets. The objectives for each lesson are stated, along
with a list of the vocabulary to be emphasized, the materials needed and
what to do during each lesson. The background for the teacher is designed
to give the necessary information to present the lesson and to help the
teacher develop understanding of the concepts.
This guide is directed to teachers of fifth, sixth, seventh and eighth grades
whose students have had little or no experience with rockets. The math may
be challenging for some fifth, sixth or seventh graders. If that is the case, the
math does not need to be done independently. The teacher may choose to
guide the students through all activities and problems.
This curriculum provides an introduction to an enhancement of the study of
space, space exploration, the study of motion or aerospace education.
ESTES 5 EDUCATOR™
GOALS
• Bring science to life through the experience of building and flying a
model rocket.
• Integrate rocketry with science and math.
STUDENT OUTCOMES
The student will be able to:
- Describe and demonstrate proper safety procedures when launching
a rocket.
- Identify each part of a rocket and describe its function.
- Construct an E2X Series or Beta Series rocket.
- Describe how an E2X Series or Beta Series rocket works from launch
through acceleration, coasting, apogee and landing.
- Describe how fins provide aerodynamic stability to the flying rocket.
- Construct and demonstrate the use of an altitude measuring device.
- Describe rocket recovery systems and determine which type is best for the
rocket being constructed.
- Demonstrate proper safety procedures based on the Model Rocketry Safety
Code when launching a rocket.
- Describe Newton’s three Laws of Motion and how they relate to model
rocketry.
CONCEPTS TO BE DEVELOPED
• How a rocket is constructed.
• How the parts of a rocket function.
• How a rocket works.
• How math is related to rocketry, specifically formulas for determining
altitude and speed.
• How science and rocketry are connected, specifically Newton’s three
Laws of Motion.
SCIENCE PROCESS SKILLS
• Observing
• Reading and following a diagram
• Predicting
• Describing
• Identifying
• Evaluating
• Problem Solving
ESTES 6 EDUCATOR™
GENERAL BACKGROUND FOR THE TEACHER
There are four basic forces operating on objects in flight such as a rocket.
They are gravity, thrust, drag and lift.
Gravity is the force that pulls all objects toward the center of the earth. The
amount of this force is proportional to the mass of the object.
Thrust is the force that propels the flying object.
Drag is the force acting on an object moving through a fluid. Since air and
water are fluids, drag is the resistance that the object encounters as it moves
through the fluid.
Lift is the force that is directed opposite to the force of gravity produced by
the shape and position of a body moving through a fluid. An object moving
in a vacuum produces no lift. Lift is generated by an object moving through
a fluid if the object’s shape causes appropriate reactions as the object moves
through a fluid.
Newton’s three Laws of Motion are concepts essential to understanding
rocket flight. The laws will be an integral part of the lessons in this unit.
The laws are as follows: 1. A body at rest will remain at rest, the body in
motion will continue in motion with a constant speed in a straight line as
long as no unbalanced force acts upon it. This law is often referred to as the
law of inertia.
2. If an unbalanced force acts on a body, the body will be accelerated; the
magnitude of the acceleration is proportional to the magnitude of the unbalanced force, and the direction of the acceleration is in the direction of the
unbalanced force.
3. Whenever one body exerts a force on another body, the second body exerts
a force equal in magnitude and opposite in direction of the first body. This
law relates to the principle of action-reaction.
ESTES 7 EDUCATOR™
UNIT PLAN
Lesson 1 (One Day)
Learning About Motion and Flight With a Model Rocket
Objective of the Lesson:
The student will be able to:
• Identify and trace the basic path of a rocket from launch to recovery.
• Describe how Newton’s Third Law of Motion relates to launching a
model rocket.
• Begin the construction of a rocket by assembling the engine mount.
• Recognize and define vocabulary.
BACKGROUND FOR THE TEACHER
Thrust is the upward force that makes the rocket accelerate upward. This is a
demonstration of Newton’s Third Law of Motion : “For every action there is
an equal and opposite reaction.” The action is the gas escaping through the
nozzle. The reaction is the rocket accelerating upward. The rocket will continue to accelerate until all of the propellant in the rocket engine is used up.
The casing of a model rocket engine houses the propellant. At the base of the
engine is the nozzle, a heat-resistant, rigid material. The igniter in the rocket
engine nozzle is heated by an electric current supplied by a battery-powered
launch controller. The hot igniter ignites the solid rocket propellant inside
the engine which produces gas while it is being consumed. This gas causes
pressure inside the rocket engine, which must escape through the nozzle. The
gas escapes at a high speed. This produces thrust.
ESTES 8 EDUCATOR™
Above the propellant is the smoke-tracking and delay element. Once the propellant is
used up, the engine’s time delay is activated. The engine’s time delay produces a visible smoke trail used in tracking, but no thrust. The fast moving rocket now begins to
decelerate (slow down) as it coasts upward toward apogee (peak altitude). The rocket
slows down due to the pull of gravity and drag. Drag is the force that resists the forward motion of an object through the air.
When the rocket has slowed enough, it will stop going up and begin to arc over and
head downward. This high point is the apogee. At this point the engine’s time delay is
used up and the ejection charge is activated. The ejection charge is above the delay
element. It produces hot gases that expand and blow away the cap at the top of the
engine. The ejection charge generates a large volume of gas that expands forward and
pushes the parachute out of the top of the rocket. The parachute now opens and provides a slow, gentle and safe landing. The rocket can now be prepared to launch again!
VOCABULARY
Accelerate: Speed up.
Gravity: The force that pulls all objects to the center of the Earth.
Apogee: The peak altitude a rocket reaches when it is farthest from the
surface of the earth.
Igniter: An electrical device that ignites the combustion of the propellant
in a model rocket engine.
Decelerate: Slow down.
Launch: The lift off of a model rocket following the ignition of the
engine.
Delay Element: Ignites after the propellant burns out and is an aid in
tracking the rocket and in providing a time delay during which the rocket
coasts to apogee.
ESTES 9 EDUCATOR™
VOCABULARY (Continued)
Propellant: A mixture of fuel and an oxidizer which is the source of
motive energy in a rocket.
Drag: The force that resists the forward motion of an object as it moves
through the air.
Recovery System: The device in a model rocket whose purpose is to
return the rocket to the ground safely by creating excess drag or by
creating lift.
Ejection Charge: Ignited by the delay element and produces expanding
gases which activate or eject a recovery device.
Thrust: The force that makes the rocket accelerate upward as the propellant is burning.
STRATEGY
Materials Needed for Each Student: An Estes E2X Series or Beta Series rocket,
the appropriate glue* (Caution—-Plastic model cement should be used only in a
well-ventilated area) and a pencil. In addition, the teacher should have constructed
one model rocket in order to understand the assembly and to serve as a demonstration model.
Each student should have a small shoe box or other similar shape and size box to
store the model parts and instructions. If notches are cut in each side of the shoe
box, the rocket can rest in them as the rocket is assembled and as glue is drying.
Each student should have a manilla envelope or folder for the activity and record
keeping sheets that will be accumulated during this unit.
*Requirements for types of glue are listed on the E2X or Beta kit instructions.
MOTIVATION:
Show the students the rocket you have constructed. (It is essential that the
teacher construct the specific rocket before beginning this unit.) Ask:
What is this object? How does it work? (Allow the students to discuss how
rockets are used in space specifically and other ideas they may have, such as
rockets used to launch missiles and for launching fireworks.)
ESTES 10 EDUCATOR™
A. Using a blank overhead transparency, begin to put the outline of the events of a
model rocket launch in order as the students contribute ideas. Begin with the
launch and end with the recovery. Then display the overhead transparency (1:
Flight Sequence of a Model Rocket). Use both transparencies to demonstrate the
areas that need clarification. Label the appropriate parts of the engine as you
describe the flight sequence.
B. Distribute a copy of the assembly instructions to each student. Ask the students
to look at the assembly instructions and to highlight the parts necessary to construct the engine mount assembly. Distribute and identify the necessary parts for
the students’ engine mount assembly, a pencil and the appropriate glue. It may
be necessary to go over each step of the directions for Section 1 with younger
students before they follow the directions on their own.
C. The students should follow Step 1 in the E2X directions with the exception of
building the parachute. When the students have completed assembly and gluing
the engine mount, the assemblies should be put aside to dry for about ten minutes. Students can be given Student Activity Sheet #1, Rockets in Motion vocabulary study. The teacher may prefer to have students work in pairs or in threes to
complete this sheet.
D. When the engine mounts are totally dry, the students should follow the instructions and glue the mounts into the rocket body tube
*Make certain the students glue the assemblies in the rocket body tube so that the
engine hook hangs down toward the bottom of the rocket.
When the students have finished this step, the body tube with the installed engine
mount should be laid flat as it dries.
Closure:
Review with the students the concepts of thrust, launch, apogee, delay element,
ejection charge, drag and recovery by asking them to read the definitions from
their vocabulary sheet.
Extension:
A. The computer program In Search of Space: Introduction to Model
Rocketry™, Estes Industries, is helpful to students in understanding the flight
sequence of a rocket and in reinforcing the vocabulary. Students may want to
use this program to complete their vocabulary sheet, using A, B and C from the
menu.
B. The word search puzzle “Rockets in Motion” (Extension Activities) may be
used in connection with the vocabulary sheet.
ESTES 11 EDUCATOR™
Evaluation
The teacher will need to walk around and check as students are assembling the
engine mounts. Some students may have difficulty with following the directions.
Encourage the students to problem solve on their own, but since they will need a
well-built rocket, they need to follow directions carefully. Going over the vocabulary words in class enables the teacher to determine which concepts are understood and which ones still need work.
NOTES
ESTES 12 EDUCATOR™
Activity sheet #1A
WORDS FOR ROCKETEERS
Directions: As you learn these words during each session about rockets, you
can fill in the definition. If you need more information, you can also use a
dictionary.
ROCKETS IN MOTION
1. Accelerate
7. Gravity
2. Apogee
8. Igniter
3. Decelerate
9. Launch
4. Delay element
10. Propellant
5. Drag
11. Recovery system
6. Ejection charge
12. Thrust
Activity Sheet #1B
ROCKET STABILITY-HOW AND WHY
1. Action/Reaction
5. Launch Rod
2. Aerodynamic Stability
6. Launch Lug
3. Balance point
7. Velocity
4. Fins
8. Shock Cord
HISTORY GUESS
Who were the first people to develop rockets?
When were the first rockets developed?
Activity Sheet #1C
ROCKET PRINCIPLES AND ROCKET RECOVERY
1. Acceleration
8. Parachute Recovery
2. Featherweight Recovery
9. Recovery Wadding
3. Force
10. Rest
4. Glide Recovery
11. Shroud Line
5. Helicopter Recovery
12. Streamer Recovery
6. Mass
13. Tumble Recovery
7. Motion
ESTES 13 EDUCATOR™
Lesson 2 (One Day)
Rocket Stability - How and Why
Objectives of the Lesson:
The student will be able to:
• Recognize the application of Newton’s Third Law of Motion to
rocket stability, the law of action and reaction.
• Describe the necessity of fins on a rocket for aerodynamic stability.
• Follow directions to add fins to a rocket correctly.
BACKGROUND FOR THE TEACHER
Newton’s third Law of Motion states that whenever one body exerts a force
on another, the second body exerts a force equal in magnitude and opposite
in direction on the first body. An effective model of this law is an inflated
rubber balloon. The pressure on the outside of the balloon is equal to the
pressure on the inside.
Forces on an Inflated Balloon
ESTES 14 EDUCATOR™
When air is allowed to escape from the balloon, the balloon will fly about erratically.
The unbalanced force on the inside front end of the balloon as on a rocket engine,
pushes the balloon around the room or pushes a rocket through space. The action of
the gas escaping from the balloon causes a reaction, moving the balloon forward.
Fins make a rocket fly straight. A rocket without fins will tumble around its balance
point when flying through the air like a balloon that is inflated and then let go. The
balloon will fly erratically because it is uncontrolled. With fins a rocket has more
surface area behind the balance point than in front. The balance point is also known
as the “center of gravity”.
When the rocket is flying through the air, the air has more surface area to push
against behind the balance point than in front because of the greater surface area
provided by the fins. Therefore, the rocket tends to stabilize itself. The rocket will
rotate until the nose is pointing forward in the air and the fins are pointing backward.
Fins only work to provide stability when the rocket is flying fast through the air and
the rocket has left the launch rod on the launch pad. The students will glue a launch
lug, which resembles a straw, on their rockets. The launch lug will slide along the
launch rod. The launch rod guides the rocket as it is accelerating. When the rocket
leaves the end of the launch rod, it is moving fast enough for the fins to take over the
guidance of the rocket.
VOCABULARY
Action/Reaction: Newton’s Third Law of Motion.
Fins: Provide guidance for the model rocket.
Aerodynamic Stability: Tendency of a rocket to maintain a straight
course along the axis of its thrust.
Launch Lug: Slipped over the launch rod and guides the rocket in a
stable path until the rocket has reached a speed at which the fins stabilize it.
Velocity: Rate of motion in a given direction measured in terms of distance moved per unit of time.
STRATEGY
Materials Needed: Pencil, instructions, body tube, launch lug(s), fins
or fin unit and the appropriate glue for each student. The teacher
should also have available an uninflated balloon and a completed
model rocket. If possible, the teacher should show the video tape,
Ignite the Imagination™, Estes Industries, or a similar video showing
how model rockets are put together, the functions of the parts of a
rocket and how much fun model rocketry can be.
ESTES 15 EDUCATOR™
Motivation:
If possible, show the video tape, Ignite The Imagination™ Estes
Industries. Use Activity Sheet 2 to accompany the video. Before the students watch the video, ask them to fill in the first and second columns. As
they watch the video, they can write some new information in the third
column. Allow some students to share what new information they learned
from the video. The students should put these sheets in their folders.
Show the students an uninflated balloon. Ask them what will happen to
the balloon when it is inflated and then released. Allow the students to
describe what they think will happen and to tell why.
Blow up the balloon and hold it so the air is trapped inside. Ask them to
tell why they think the balloon stays inflated. Draw the diagram showing
the pressures both inside and outside the balloon (Background for the
Teacher) . Now let the balloon go. The students will observe that it flies
erratically without control. If time permits and students are interested,
distribute a balloon to each student. Allow them to inflate it and test its
surface to feel the tension on the balloon’s wall as the compressed air
keeps the balloon inflated. Then allow them to release the balloon and
observe its flight. Students can also let the balloon push against their
open palms. They can feel the balloon push against their hands as the air
escapes the nozzle.
Ask the students, “Is this how rockets move through space?” Let them
discuss why not.
Allow the students to describe how they think the rocket should move.
Show them the model rocket you made or a picture of a model rocket.
Also refer back to the video they just watched. Ask, “What on this rocket
do you think causes the rocket to move straight?” (Allow the students to
guess which part does make the rocket move straight and ask them to
support their guess.) The teacher should demonstrate how the fins provide
guidance for the rocket. The basic principle is that the center of gravity
must be ahead of the center of pressure for the rocket to be stable. The
center of gravity is the point at which the mass of the rocket is balanced
because the weight forward from this point is equal to the weight to the
rear of this point. Refer to the balloon demonstration to show how fins
provide the guidance the balloon did not have. The center of pressure is
the point on the rocket at which half of the aerodynamic surface is located forward and half to the rear.
ESTES 16 EDUCATOR™
A. Using either the model rocket or a diagram of the rocket, explain how the fins
stabilize the rocket. (Background For The Teacher)
B. Distribute each student’s kit, making certain that there are fins, a rocket body, the
engine mount assembly and launch lugs. Go over the assembly instructions with the
students. Emphasize that it is important that the fins be glued correctly and carefully
to provide stability.
C. If the rockets have individual fins (Beta Series rockets), demonstrate the correct
way the fins go on by holding up the already completed rocket or a student’s body
tube and one fin. Walk around the room to check that each student can demonstrate
the correct way to glue fins by holding one fin and their body tube.
If the rockets have a complete fin unit (E2X Series rockets), make certain it is all the
way on and straight. Check each student’s fins to make certain they are on correctly
before they dry. The fins must dry before moving the rockets. Rockets may be stored
in the notches in the shoeboxes on a shelf or a counter.
The smoother the joint, the less the drag. By eliminating sharp angles and
smoothing the flow of air over the joint, drag is reduced. Fin attachment is
stronger, but glue adds weight.
D. Students should follow the kit assembly directions to put the launch lugs on their
rockets. Explain that the launch lug enables their rocket to slide on the launch rod on
the launch pad as it is being launched. As you demonstrate using your own rocket,
explain that the purpose of the launch lug is to guide the rocket straight on the
launch rod until the rocket is going fast enough for the fins to guide it straight
through the air.
E. Distribute students’ folders and give them time to complete the vocabulary study
for “Rocket Stability - How and Why”.
Closure:
Spend the last few minutes of class going over the definitions to ensure that
students have a good understanding of the concepts.
Extension:
Pose the challenge questions, “Who were the first known people to develop
any kind of rocket and when was it?” Allow the students to guess today and
record their guesses on the bottom of their vocabulary sheet. They will have
until the next class period to find out the answer and bring it to class. Give
some kind of recognition (Certificate in Appendix D) to those who guessed
correctly and those who brought in the facts.
Evaluation:
Observe the students’ responses on Activity Sheets 1 and 2 to determine what
concepts they are grasping and which ones need continued emphasis.
ESTES 17 EDUCATOR™
Student Activity Sheet #2
WHAT I ALWAYS WANTED TO KNOW ABOUT ROCKETS
What I know about rockets
Questions I have about rockets
that may be answered in this
video
NOTES
ESTES 18 EDUCATOR™
Important things I learned in
this video
Lesson 3 (Two Days)
How Can I Figure Out How High My Rocket Can Fly?
Objectives of the Lesson:
The student will be able to:
• Continue assembling individual rockets by adding shock cords and
shock cord mounts to the rocket.
• Describe how a shock cord will help absorb shock from the ejection
charge.
• Construct an altitude measuring device.
• Demonstrate how an altitude measuring device is used and how the
height of common objects can be determined.
• Demonstrate how the altitude of a rocket’s apogee is calculated.
BACKGROUND FOR THE TEACHER
This lesson will help students learn to determine the altitude their rockets
reach by using a one station tracking system, an altitude tracking device
and the mathematical formula, Height = Baseline x Tangent of Angular
Distance. Using a one station tracking system consists of accurately
measuring the distance between the launch pad and the tracking station,
measuring carefully the angular distance risen by the rocket through the
calculation of the formula. For example, the distance from the launch pad
to the tracking station (the spot where an individual with an altitude
measuring device stands) is 500 feet. The angular distance (90˚ - 60˚ =
30˚) is 30˚. Using the table of tangents, found at the end of this lesson,
the tangent of the angular distance of 30˚ is .5774. Height = 500 feet x
.5774, Height = 287.2 feet.
If necessary, the students will be reinforcing the fins on their rockets, by
using the appropriate glue to fill in any points that are not secure (Beta
Series rocket). There are two reasons for this. One is to ensure that the
fins will stay on. The other is to smooth any rough surfaces to reduce
drag. Adding too much glue increases weight.
As you know, drag is the force that resists the forward motion of an
object through the air. Any disturbance in the air flow increases drag. To
reduce drag, engineers design streamlined airplanes and rockets. The
fuselage or body of an airplane or rocket has a rounded nose and long,
slim, tapered tail. Well-streamlined airplanes and rockets are
aerodynamically “clean”.
VOCABULARY
Altitude of Apogee: Determined by the formula, Height = Baseline x
Tangent of Angular Distance.
Shock Cord: Elastic cord used to attach the recovery system (parachute or streamer) to a model rocket’s fuselage.
ESTES 19 EDUCATOR™
VOCABULARY (Continued)
Angular Distance: Distance found by subtracting the reading taken
(angle marked) of the rocket at apogee from 90˚.
Tangent of Angle: Found by using a table of tangents.
Altitude Measuring Device: Designed to measure the angular distance
of a rocket at apogee from 90˚.
Baseline: Distance between the launching point and the tracker with an
altitude measuring device.
STRATEGY
Materials Needed: Shock cord, shock cord mount, assembly instructions,
scissors, plastic cement, glue, Activity Sheet # 3, a protractor, a large
diameter plastic soda straw, 20 cm length of string and a small eraser for
each student.
A. Distribute the shock cord and mount, the instructions for assembling the rocket,
scissors and the appropriate glue to each student.
B. Review the directions in the assembly instructions.
Emphasize the importance of having the shock cord mount glued down well. If
it rips out, the parachute and nose cone could be lost.
C. Explain that the shock cord mount has a top and a bottom. The shock cord mount
is put on so that the bottom of the wall mount is first glued in, leaving the shock
cord hanging outside the tube. Walk around the room to make sure everyone has
done it correctly.
D. The mounts need to be allowed to dry. While the mounts dry, students can construct an altitude measuring device, be introduced on how to use it and to determine
altitude of apogee by using a mathematical formula.
Motivation: Ask the students to think about a rocket launch. Review with them
the concepts of apogee, drag, acceleration and deceleration by asking them to
describe each idea. Then ask them to think about interesting facts or statistics
that they could discover about their own rockets when they are launched. When
their ideas have been discussed, emphasize that they can determine the altitude
at which their rocket reaches apogee and the average speed of their rocket.
Ask the students how they think scientists and engineers determine distances
in space, such as to the moon or to Mars.
Discuss the importance of the performance of their rockets and the amount of
fuel they will need to ensure that the rocket reaches its destination.
Then give each student a large soda straw. Demonstrate how to use it like a
small telescope by holding it up to one eye. Demonstrate the use of the altitude measuring device by using one already assembled by the teacher.
ESTES 20 EDUCATOR™
E. Provide each student with the directions for making an altitude tracking device,
using a straw, a protractor, string and an eraser. (Activity Sheet #3 which will
include the formula for determining altitude using a table of tangents.) Provide each
student with a copy of a table of tangents.
Students could be allowed to work in groups of two or three on this project.
F. Allow the students to follow the directions for completing the altitude measuring
device. When most students have completed the device, ask “How do you think this
device could work to determine altitude?” Accept all guesses. Demonstrate the use
of the altitude measuring device by using the straw as a sighting tube. Demonstrate
how this would be used to track the rocket and to hold the string at that location the
instant it reaches apogee.
The string should point to an angle on the protractor, i.e. 60˚. Present and explain the
mathematical formula for determining the height of the rocket at apogee.
Height = Tangent of angular distance x Baseline
G. On the board, draw a diagram like the one in the figure.
B
angular
distance
A
90˚
baseline
ESTES 21 EDUCATOR™
C
Describe the location of the launch pad, C, the tracking station, A and the rocket at
apogee, B. AC is the baseline. Angle A is the angular distance. Angular distance is
found by using the altitude tracking device to find a point on the protractor just as
the rocket reaches apogee. Remind the students that the sum of the angles of a triangle equals 180˚. Since the angle at C on the diagram is a right angle, because the
rocket is launched straight up, angular distance then is determined by subtracting the
number on the protractor from 90˚. This number will be the angular distance.
Demonstrate to the students how to find the tangent of the angular distance on a
table of tangents. Explain that the students want to determine the height of the line,
CB, or the height of apogee of the rocket by using the formula Height = Tangent of
angular distance x Baseline.
H. Guide the students through using the formula giving by giving the number of 500
feet for the baseline and write that on the diagram on the board. The degrees found
on the protractor at the tracking station is 60˚. Since angular distance is found by
subtracting that number from 90˚ (write that at angle C), what is the angular distance
found at the tracking station? 30˚. Write that at angle A. Ask, “Do we have enough
information to fill in the formula?” No, we need to use the table of tangents to find
the tangent of the angular distance of 30˚. Using the table of tangents, that number is
found to be .5774.
The students should write the formula as follows:
Height = .5774 x 500 ft.
Height = 288.7 feet
I. Allow students to work through the formula using at least two more examples with
everyone working together.
J. Allow students to work through the problems on the activity sheet independently
and then check them together in class. Students could continue to work in groups of
two or three on these problems.
Closure:
Discuss and compare the students answers on the activity sheet.
Extension:
Ask the students to estimate the height of the flagpole, a tree and the school’s
basketball backboard. Record their estimates on a sheet of paper. After
tomorrow’s activity, practicing the use of the altitude measuring device,
recognize those who had the nearest estimates (Certificate in Appendix D).
Older students can calculate the percentage of error using this formula:
% of error = error x 100
actual
Error = The difference between the estimate and the actual.
Evaluation:
Observe which students are having difficulty using the formula and give
them the support they need to determine altitude, since this is an important
part of the statistical record for model rocketry.
ESTES 22 EDUCATOR™
Activity Sheet #3b
Activity Sheet # 3A
Lesson
DETERMING ALTITUDE
Making your own altitude measuring device
You will need the following things:
A large soda straw
A 20 cm length of string
A protractor
A weight (an eraser)
Tape
B
angular
distance
A
You will be constructing a device that looks like the on in the diagram.
Tape the straw across the top of the protractor as shown. The straw will act
as a sighting tube. Secure the string to the protractor, by slipping it under
the straw and around. Tie it to itself and tape it to the back of the protractor. Tie the eraser at the opposite end of the string, so that it can act as a
weight. The way an altitude tracking device is used is this:
Hold the straw up to your eye. You will focus on the rocket as it is being
launched. Move the device up as the rocket ascends. When you see the
parachute on your rocket pop out, you will know your rocket has reached
apogee: At this instant, hold the string with your finger exactly where it is
on the protractor. Read the number on your protractor and record it on a
pad of paper. That number will help you determine how high your rocket
went. Try the procedure several times now so that you can get the feel of it
before the rocket launch. Your teacher has selected some objects, such as a
flagpole, on which to practice measuring altitude. Stand at the place he or
she has marked for each object. Hold the straw up to your eye. Move the
other end of the device up until you can see the top of the object. At that
point, hold your finger on the string against the protractor. Record the
angle. Your teacher will give you the baseline measurement. Use the formula and the table of tangents to determine the height or altitude of each
object.
baseline
90˚
C
The rocket is being launched at C. You are standing at A, with your altitude tracking
device. You are trying to determine the angle at A by tracking your rocket as it travels from C to B. B is apogee and that is where you need to note where the string is
on the protractor. Remember that you have to subtract that number from 90˚ in
order to get the angular distance.
The sum of the angles of a triangle is 180˚. The angle at C is a right angle and is
90˚.
Now that your teacher has taught you the formula for determining altitude, try some
of these problems with a partner.
Height = Tangent of angular distance x Baseline
Angular distance=25˚
Tangent of angular distance = ? (You will need your table of tangents
Baseline = 150 feet
Height = _______
Angular distance = 40˚
Tangent of angular distance =
Baseline = 300 feet
Height = ______
Make up problems for your partner to solve. Make sure you know the right answer!
Activity Sheet #3C
HOW HIGH IS THAT FLAGPOLE
Flagpole
Angular distance =
Tangent of angular distance =
Baseline =
Height =
Tall tree
Angular distance =
Tangent of angular distance =
Baseline =
Height =
Basketball backboard
Angular distance =
Tangent of angular =
Baseline =
Height =
Make up problems for your partner to solve. Make sure you know the
right answer!
ESTES 23 EDUCATOR™
Lesson 3 (Continued)
HOW High is That Thing, Anyway?
Objectives of the Lesson:
The student will be able to:
• Use an altitude measuring device to determine the angular distance to the
top of an object.
• Use the data of angular distance, baseline and the tangent of an angle to
determine the heights of objects.
STRATEGY
Materials Needed: Individual altitude measuring devices, Activity Sheet #3, a
pencil. The teacher should have selected some objects to measure, such as the
flagpole or a tall tree. The baseline from the objects to the spot where the tracker
will stand should be measured and marked ahead of time.
Motivation: Review the students’ estimates of the height of
various objects around the playground. Review the use of the
altitude measuring device by demonstrating its use and then
letting the students try it out in the classroom.
A. Distribute the students’ folders with Activity Sheet #3. Review the problems done
in the previous lesson. Review the formula and remind the students of the information they will need to get and record outdoors: the angular distance and the baseline.
B. Allow the students to work in groups of two or three. Point out the objects to be
measured, where the tracking stations are and the length of each baseline.
C. When all students have had an opportunity to use their altitude tracking device,
bring them in to calculate their problems.
D. Let each group report their answers. There may be disagreement. Angles, baseline
distances, tangents and calculations will need to be rechecked until there is reasonable agreement.
E. Look at the list of estimates with the students. Determine which ones were
nearest to the correct answer.
ESTES 24 EDUCATOR™
Closure and Evaluation:
Ask the students to discuss what was the most challenging part of this
activity and why? Observe which concepts and skills need continued
emphasis.
Extension:
Challenge question: What was the big event in 1957 that challenged the
United States to become more focused on rockets?
NOTES
ESTES 25 EDUCATOR™
Lesson 4 (Two Days)
Rocket Principles and Rocket Recovery
Objectives of the Lesson:
The student will be able to:
• Describe the relationship of Newton’s three Laws of Motion to the
launch and flight sequence of a model rocket.
• Recognize and identify the recovery systems including featherweight recovery, tumble recovery, streamer recovery, parachute
recovery, helicopter recovery and glide recovery.
• Build a parachute recovery system.
BACKGROUND FOR THE TEACHER
Newton’s Three Laws of Motion
1. Objects at rest will stay at rest, and objects in
motion will stay in motion in a straight line unless
acted upon by an unbalanced force.
To understand this law it is necessary to understand the terms rest, motion and
unbalanced force.
Rest and motion can be thought of as opposite. Rest is the state of an object when it
is not changing position in relation to its surroundings. Rest cannot be defined as a
total absence of motion because it could not exist in nature. All matter in the universe is moving all the time, but in the first law of motion, motion means changing
position in relation to surroundings.
When an object is at rest, the forces acting upon it are balanced. In order for an
object to move, the forces acting upon it must become unbalanced.
A model rocket is at rest when it is on the launch pad. The forces acting upon it are
balanced. In order for an object to move, the forces acting upon it must become
unbalanced. The force of gravity is pulling the rocket downward and the rocket
launch pad is pushing against it holding it up. When the propellant in the engine is
ignited, that provides an unbalanced force. The rocket is then set in motion and will
stay in a straight line until other unbalanced forces act upon it.
2. Force is equal to mass times acceleration.
This is really a mathematical equation, f = ma. Force in the equation can be thought of as
the thrust of the rocket. Mass in the equation is the amount of rocket fuel being burned
and converted into gas that expands and then escapes from the rocket (Background for
the Teacher, Lesson 1). Acceleration is the rate at which the gas escapes. The gas inside
the rocket does not really move. The gas inside the engine picks up speed or velocity as
it leaves the engine. The greater the mass of rocket fuel burned and the faster the gas produced can escape the engine, the greater the thrust of the rocket.
3. For every action there is always an opposite and equal reaction.
A rocket can lift off from a launch pad only when it expels gas out of its engine.
The rocket pushes on the gas and the gas pushes on the rocket. With rockets, the
action is the expelling of gas out of the engine. The reaction is the movement of the
rocket in the opposite direction. To enable a rocket to lift off from the launch pad,
the action or thrust from the engine must be greater than the weight of the rocket.
ESTES 26 EDUCATOR™
Recovery Systems - Six Main Types
The purpose of all recovery systems is to bring the rocket safely back to earth by
creating enough drag or lift to resist the force of gravity. Given Newton’s First Law
of Motion, the ejection charge is an unbalanced force that stops the motion of the
rocket from continuing in a straight line in addition to the force of gravity. Without a
recovery system, the ejection charge would cause the rocket to fall to Earth rapidly
reacting to the force of gravity.
1. Featherweight Recovery
The model is very light, usually under 1/4 oz. without the engine and flutters to the
ground after the engine ejects from it. The spent engine also flutters unless a streamer is attached to it to further slow it down. The rocket is light in relation to its size. A
featherweight rocket can encounter a thermal or heated rising air which produces lift
during recovery. The rising air slows the rocket’s descent due to gravity, making its
return slower. These models have to be very well constructed to survive this type of
recovery.
2. Tumble Recovery
The force of the engine’s ejection charge pushes the engine backwards and this
moves the center of gravity (center of balance) of the rocket back. The center of
gravity is now behind the center of pressure, the point about which all of the aerodynamic forces appear to be centered. The aerodynamic forces in operation during
recovery do not realign the rocket as it falls so that the nose of the rocket precedes
the tail. The rocket is now unstable and tumbles end over end. The tumbling motion
of the rocket produces extremely high drag on the rocket so it falls slowly. This
method of recovery is rarely used on models that are not simple in design and sturdy
in construction because the rate of descent is usually higher than with a parachute or
streamer recovery.
3. Streamer Recovery
A streamer is usually attached to the nose of the rocket and ejected by the engine’s
ejection charge to whip around in the air, creating substantial drag with which to
slow the rocket’s descent. The effectiveness of the streamer in slowing the descent of
the model rocket is chiefly determined by the streamer’s surface area and its roughness. The larger the streamer, the slower is the descent of the rocket. Streamers are
useful for returning rockets with a minimum of drift. The size of the streamer needed primarily depends upon the weight of the rocket being returned. Parachutes and
streamers can be easily interchanged, depending upon needs and wind conditions.
However, streamers do not produce enough drag for heavier rockets. Streamers are
packed by rolling them into a compact roll or into two compact rolls.
ESTES 27 EDUCATOR™
Recovery Systems (Continued)
4. Parachute Recovery
The parachute is usually attached to the nose of the rocket and is ejected from the
rocket body by the engine’s ejection charge, like the streamer. It fills with air and
creates tremendous drag to slow the rocket’s descent and allow it to float gently back
to earth. Between the parachute packed in the body tube and the engine is a layer of
flameproof recovery wadding. If there is not enough wadding, gases from the ejection charge can pass through or around the wadding layer and either burn holes in
the parachute or melt the parachute into a lump.
5. Helicopter Recovery
An example: vanes on the rocket are activated by the engine’s ejection charge. The
air hits these vanes and is deflected causing the side of the rocket to rotate away in
the opposite direction. The deflection is the action and the rocket rotating in the
opposite direction is the reaction. The rotation produces drag and slows the descent.
6. Glide Recovery
The rocket is launched and the engine’s ejection charge causes it to convert into a
glider. The wings of the glider generate lift as it flies through the air. The glider
glides through the air, descending slowly. During glide recovery, the rocket moves
forward as it descends. The horizontal motion decreases the rate of fall. Most model
rockets that use the glide recovery system are shaped much like airplanes. They
move forward along their longitudinal axis as they descend and sink at the same
time they move forward. As with the featherweight recovery system, a glider can
encounter an area of heated, rising air called a thermal which slows the rate of
descent, but it can also carry the glider away from sight.
VOCABULARY
Acceleration: The rate of change in the speed of an object.
Motion: Moving, change of position in relation to surroundings.
Featherweight Recovery: Rocket recovery system which involves a very
light model which flutters to the ground.
Parachute Recovery: Rocket recovery system in which a parachute is
attached to the nose of the rocket and is ejected from the rocket by the
engine’s ejection charge.
Force: Causes acceleration of a body which can cause movement.
Recovery Wadding: Flame resistant tissues that are packed between the
model rocket engine and the streamer or parachute to protect the recovery
device from hot gases of the ejection charge.
Glide Recovery: Rocket recovery system in which the engine’s ejection
charge causes it to convert into a glider and which creates lift as it flies
through the air.
ESTES 28 EDUCATOR™
VOCABULARY (Continued)
Rest: Not moving, without motion.
Helicopter Recovery: Rocket recovery system in which vanes on the
rocket are activated by the engine’s ejection charge and air hits these
vanes and is deflected causing the side of the rocket to rotate away in the
opposite direction.
Shroud Line: String or cord used to attach a parachute to a shock cord or
nose cone.
Mass: Amount of matter an object contains. On Earth, this is measured as
weight which is the amount of the force of gravity acting on the mass.
Streamer Recovery: Rocket recovery system in which a streamer is
attached to the nose of the rocket and ejected by the engine’s ejection
charge to whip around in the air.
Tumble Recovery: Rocket recovery system in which the force of the
engine’s ejection charge pushes the engine backwards. This moves the balance point of the rocket to the rear causing the rocket to be unstable so
that it tumbles end over end.
Unbalanced Force: Causes an object at rest to move or an object in
motion to slow or stop.
STRATEGY
First Day
Material Needed: Tennis balls, one for each small group of students.
Motivation: Ask if anyone found out the significant rocket event of 1957
(Sputnik was launched by the Soviet Union). Ask the students how long they
think rocket-powered devices have been in use? (They may know from the
question about history.) Ask them how long the scientific basis for the understanding how rockets work has been known? (Since about 1687 with the
work of Sir Isaac Newton.) Newton stated three important scientific principles that govern motion of all objects whether on earth or in space. Because
of these principles, rocket scientists have been able to construct the modern
giant rockets of today.
A. Use overhead transparencies to project each law of motion. Give each small
group of students a tennis ball or other small ball.
Project Law #1 on overhead projector - Discuss with the students what
they think it means. Ask them to place the tennis ball in the middle of the
group and to leave it at rest. Discuss what would cause it to stay at rest
and what would put it into motion. Discuss what balanced forces are
holding it at rest (The force of gravity and the floor or the table). What
unbalanced force would put it in motion? Rolling it, tossing it up.
ESTES 29 EDUCATOR™
Ask a student from each group to carefully toss the ball in the air. What
unbalanced force caused the ball to leave the student’s hand? What caused
the ball to change from a state of motion? As the ball leaves the student’s
hand, it is going fast? What two forces are acting on the ball to slow it
down as it rises? (Gravity and drag).
Project Law #2 on the overhead - Ask a student from each group to drop
the ball on the ground. Discuss with the students that the ball falls
because of the unbalanced force of gravity acting on it. The ball is
accelerating as it falls and begins to gain momentum. The mass stays the
same but the velocity or speed of the ball changes.
At the same time, the air the ball is passing through resists the movement
of the ball through it. This resistance is called drag.
Project Law #3 - Remind the students of the balloon demonstration.
Review with them the action and reaction. Ask the student to roll the
tennis ball against a wall or a barrier. What happens when the ball hits the
barrier? If it is rolling fast enough it rolls away from the barrier. Discuss
what happens when a ball is pitched to a batter. The ball is traveling
through air being acted upon by the forces of gravity and drag. When it
hits the bat, it begins traveling through the air in another direction.
B. Project Newton’s Laws of Motion, Putting Them Together with Model Rocketry.
Discuss each law as it relates to a rocket flight sequence. Lead the students to make
the connections between the performance of the tennis ball and the performance of a
rocket.
Closure:
Allow the students to work on their vocabulary sheets, “Rocket Principles and
Rocket Recovery”, with a partner or small group. The teacher should walk
around and give assistance as needed. Some of the concepts involved will be
challenging for some of the students.
Evaluation:
Observe the involvement and participation of the students in the small group
tennis ball activity. Observe the students’ responses to the vocabulary study
and clarify concepts as needed.
Extension:
Challenge the students to design a demonstration of one of the laws of motion
to present to the class.
NOTES
ESTES 30 EDUCATOR™
Second Day
Materials Needed: Shroud lines, parachutes, set of tape discs, scissors,
recovery wadding and nose cone for each student. One can of talcum powder
for the class. A model rocket to demonstrate the effects of the types of recovery systems and examples of streamers and parachutes.
Motivation: Ask the students to guess what a recovery system for rockets
might be. Ask the students why a recovery system is important and what
would happen to rockets without one. Allow them to describe some ideas
they might have for designing a recovery system.
A. Describe each type of recovery system (Background for the Teacher). As you
name each type, write it on the board and ask students to think about how it might
work and make a prediction. As you complete the description of each type, reinforce
the student who was closest to the correct description. The teacher should use a
model rocket to demonstrate how the rocket behaves during recovery with each system.
B. When you have completed the description of all six types, ask the students to consider which one they think would work best with the rocket they are constructing
and to support their opinion with facts about how it is constructed.
C. One recovery system that is good for this type of rocket is the parachute recovery
system. That is what students will be constructing. Distribute the shroud line, the
bundled thread with tape on it, to each student. The shroud line should be opened
very carefully so it will not tangle. Cut the shroud line into three equal pieces.
D. Distribute a parachute canopy and a set of tape discs to each student. Each student should cut out the parachute, if not pre-cut already. Check to see that each student has a parachute, tape discs and three shroud lines.
E. Help the students determine that they have a hexagonal parachute and three
shroud lines with two ends each. Ask them how they think the shroud lines will be
attached to the parachute. Emphasize that the top of the parachute is the side to
which the discs will be stuck.
F. If the tape discs have no holes in the center, students should pick up a shroud line
and follow the teacher’s demonstration.
Make a little balloon shape on one end of the shroud line by curving the end of the
string.
tape disc
string
parachute
OR
ESTES 31 EDUCATOR™
Tie shroud line
through hole in
grommet, using a
double knot.
Stick one of the tape discs to the balloon shape with some of the “balloon” sticking
above. This will help prevent the shroud lines from pulling away from the completed
parachute. Students should attach the tape discs with the shroud line attached to the
first corner of the parachute canopy on the circle, pressing firmly. They should take
the other end of the same shroud line, repeat the steps of forming the balloon and
attaching the tape disc, and then attach that end to the next corner of the parachute.
If the tape discs (grommets) have holes in the center, instruct the students to attach a
grommet to each corner of their parachute. If holes are pre-cut in the parachute corners, grommets should be put over the holes. If the holes are not pre-cut in the corners, students will need to make holes in their parachutes. They should push a pencil
gently through the center of the grommet. The ends of the shroud lines are attached
to the parachute by tying them through the grommets. Use double knots.
The process should be repeated with each shroud line until all three shroud lines are
connected to all six corners of the parachute. (Note: Some Estes Bulk Pack rocket
kits may come with parachutes preassembled).
G. Pick up the parachute from the middle of the top side. Slide one hand down over it
and pull the parachute and shroud lines together. At the bottom of the gathered shroud
lines, tie a knot. Explain that the reason for doing this is that it leaves the shroud lines
long from the knot up to the parachute and each of the lines will be of equal length.
H. The students should test their parachutes by holding onto the knot only and
pulling the chute through the air to see how well it opens.
I. Distribute three squares of recovery wadding to each student. Explain that this
material is treated with a fire retardant chemical. It will protect the parachute from
melting from the intense heat caused by the engine’s ejection charge. It is necessary
to use fresh wadding every time a rocket is launched because it floats away from the
rocket and is lost. The wadding is biodegradable so it is easy on the environment.
The student should loosely crumple the wadding and push it down the top of the
body tube with a pencil. The wadding should be pushed all the way down until it
touches the top of the engine mount assembly.
J. It is desirable for each student’s parachute to be sprinkled with a little talcum
powder in order for the parachute to open easily, since nothing sticks to talcum powder. The teacher may want to go outside to do this. The students should line up and
the teacher can sprinkle a little powder on each student’s parachute. Dump out any
excess on the ground if outdoors.
K. Distribute the nose cones. The teacher may need to clean the flash from the eyelets. Tie the end of the shock cord onto the nose cone with a double knot. Be careful
not to use too much of the shock cord when tying knots. Being careful not to tangle
the shroud lines with the shock cord, tie the parachute onto the nose cone by passing
the knotted end of the shroud lines through the eyelet and tie a double knot. Keep
the shroud lines long. This completes the assembly of the rocket.
L. To pack the parachute, the teacher should demonstrate how to fold and pack it so
it will easily eject and open. Use the following method:
Fold the parachute by pulling it gently into a spike shape.
Fold in half and then roll up in the other direction, not too tightly. Loosely wrap
the shroud lines around the folded parachute like the stripes on a barber pole.
M. Put the folded parachute into the body tube first, followed by the shock cord and
then plug in the nose cone. Nothing should be sticking out or jamming the nose
cone.
ESTES 32 EDUCATOR™
Closure:
Review the recovery systems with the students and discuss the appropriateness of parachute recovery for their rockets
NOTES
ESTES 33 EDUCATOR™
Lesson 5 (One Day)
Launching Rockets Safely - A Necessity !
Objectives of the Lesson:
The student will be able to:
• Demonstrate proper safety procedures based on the Model Rocketry
Safety Code.
• Check rocket for stability.
• Install the engine and igniters in the rocket.
BACKGROUND FOR THE TEACHER
NAR MODEL ROCKETRY SAFETY CODE
1. Materials - My model rocket will be made of lightweight materials such as paper,
wood, rubber, and plastic suitable for the power used and the performance of my
model rocket. I will not use any metal for the nose cone, body, or fins of a model
rocket.
2. Engines/Motors - I will use only commercially-made NAR certified model rocket
engines in the manner recommended by the manufacturer. I will not alter the model
rocket engine, its parts, or its ingredients in any way.
3. Recovery - I will always use a recovery system in my model rocket that will
return it safely to the ground so it may be flown again. I will use only flame resistant
recovery wadding if required.
4. Weight and Power Limits - My model rocket will weigh no more the 1500
grams (53 ounces) at liftoff, and its rocket engines will produce no more than 320
newton-seconds (4.45 newtons equal 1.0 pound) of total impulse. My model rocket
will weigh no more than the engine manufacturer’s recommended maximum liftoff
weight for the engines used, or I will use engines recommended by the manufacturer
for my model rocket.
5. Stability - I will check the stability of my model rocket before its first flight,
except when launching a model rocket of already proven stability.
6. Payloads - Except for insects, my model rocket will never carry live animals or a
payload that is intended to be flammable, explosive, or harmful.
7. Launch Site - I will launch my model rocket outdoors in a cleared area, free of
tall trees, power lines, buildings, and dry brush and grass. My launch site will be at
least as large as that recommended in the following table.
ESTES 34 EDUCATOR™
LAUNCH SITE DIMENSIONS
Installed
Total Impulse
(newton-seconds)
0.00-1.25
1.26-2.50
2.51-5.00
5.01-10.00
10.01-20.00
20.01-40.00
40.01-80.00
80.01-160.00
160.01-320.00
Equivalent
Engine Type
1/4 A1/2 A
A
B
C
D
E
F
G
2G’s
Minimum
Site Dimensions
(feet)
(meters)
50
15
100
30
200
60
400
120
500
150
1000
300
1000
300
1000
300
1500
450
8. Launcher - I will launch my model rocket from a stable launch device that provides rigid guidance until the model rocket has reached a speed adequate to ensure a
safe flight path. To prevent accidental eye injury, I will always place the launcher so
the end of the rod is above eye level or I will cap the end of the rod when approaching it. I will cap or disassemble my launch rod when not in use, and I will never
store it in an upright position. My launcher will have a jet deflector device to prevent
the engine exhaust from hitting the ground directly. I will always clear the area
around my launch device of brown grass, dry woods, or other easy-to-burn materials.
9. Ignition System - The system I use to launch my model rocket will be remotely
controlled and electrically operated. It will contain a launching switch that will
return to “off” when released. The system will contain a removable safety interlock
in series with the launch switch. All persons will remain at least 15 feet (5 meters)
from the model rocket when I am igniting model rocket engines totalling 30 newtonseconds or less of total impulse and at least 30 feet (9 meters) from the model rocket
when I am igniting model rocket engines totalling more than 30 newton-seconds of
total impulse. I will use only electrical igniters recommended by the engine manufacturer that will ignite model rocket engine(s) within one second of actuation of the
launching switch.
10. Launch Safety - I will ensure that people in the launch area are aware of the
pending model rocket launch and can see the model rocket’s liftoff before I begin
my audible five-second countdown. I will not launch a model rocket using it as a
weapon. If my model rocket suffers a misfire, I will not allow anyone to approach it
or the launcher until I have made certain that the safety interlock has been removed
or that the battery has been disconnected from the ignition system. I will wait one
minute after a misfire before allowing anyone to approach the launcher.
11. Flying Conditions - I will launch my model rocket only when the wind is less
than 20 miles (30 kilometers) an hour. I will not launch my model rocket so it flies
into clouds, near aircraft in flight, or in a manner that is hazardous to people or
property.
12. Pre-Launch Test - When conducting research activities with unproven model
rocket designs or methods I will, when possible, determine the reliability of my
model rocket by pre-launch tests. I will conduct the launching of an unproven design
in complete isolation from persons not participating in the actual launching.
ESTES 35 EDUCATOR™
13. Launch Angle - My launch device will be pointed within 30 degrees of
vertical. I will never use model rocket engines to propel any device horizontally.
14. Recovery Hazards - If a model rocket becomes entangled in a power
line or other dangerous place, I will not attempt to retrieve it.
This is the official Model Rocketry Safety Code of the National Association
of Rocketry and the Model Rocket Manufacturers Association.
STRATEGY
Materials Needed: Rocket launch controller and launch pad; an example of
the engine being used to launch the rockets; Activity Sheet #4 and copies of
the NAR Safety Code for each student; an engine igniter and plug (if available) for each student with instructions for installing the igniter and installing
the engine into the mount; plus a decal sheet for each student.
Motivation: Ask the students to think of some situations in their lives where
they have to follow safety rules or put themselves at risk. Allow the students
to tell some of these situations.
Ask the students, “What reasons can you think of that safety around rockets is
so important that the NAR has developed a safety code for model rocketry?”
Allow the students to contribute reasons.
Ask the students “What are some ideas for rules that might be included in the
model Rocket Safety Code?” Let the students give their ideas. Record them
on paper.
A. Distribute decal sheets to each student. Students should follow instruction #7 on
the assembly instructions for placement of the decals.
B. Distribute copies of the safety code to each student. Distribute copies of Activity
Sheet #4 (contains evaluation questions related to each part of the safety code) to
each student.
C. The students should, in groups of three or four, read each item of the safety code
and answer the questions related to it on the Activity Sheet. When most groups have
finished, a total group discussion could involve the responses of each group on the
Activity Sheet. Students can be allowed to correct their activity sheets if necessary.
To make sure each student knows and understands the safety code, give each student
a written test on it. Each student should pass with a score of 98% or above to
become an official “Launch Control Officer” and be able to launch their rocket.
D. Distribute engines and the instructions included with engines for the proper
installation of igniters. Each student should carefully insert an igniter into an engine
and secure it with an igniter plug. Demonstrate to the students how to slide the
engine into the engine mount. The igniter end should stick out the bottom and the
engine hook should be latched over the end of the engine to prevent it from ejecting.
The rockets are ready to launch.
ESTES 36 EDUCATOR™
Activity Sheet #4C
Activity Sheet #4D
NAR MODEL ROCKETRY SAFETY CODE
9. Ignition System- Your teacher will be in charge of the
ignition system for this launch. Observe how it works. Why is
it important for all persons to stand a specific distance from
the launcher?
__________________________________________________
__________________________________________________
__________________________________________________
1. Materials- Does the method we have constructed meet the
code according the materials used to construct
it?________________________________________________
List the materials used in your model rocket.
__________________________________________________
__________________________________________________
2. Engines/Motors- Your teacher will show you the engines
that will be used. Do they meet the Safety Code standards?
__________________________________________________
3. Recovery- Describe the recovery system you will be using.
__________________________________________________
__________________________________________________
Will this recovery system meet the Safety Code?
__________________________________________________
4. Weight and Power Limits- Use a small postage scale to
weigh your rocket. What is your rocket’s
weight?_____________________. You can also look on the
package that contained your kit to determine the weight.
Does the weight of your rocket meet the
code?_____________________________________________
10. Launch Safety- What are the possible consequences of
failing to warn people of the pending launch?
__________________________________________________
What are possible consequences of launching the rocket as a
weapon?__________________________________________
_________________________________________________
11. Flying Conditions- Think of each adverse condition.
Describe why each one could be dangerous when launching a
rocket.
High winds of over 20 miles an hour____________________
__________________________________________________
Near buildings______________________________________
__________________________________________________
Near power lines____________________________________
__________________________________________________
5. Stability- Did you follow the directions carefully for
attaching the fins?___________ If the fins are attached properly at the end of the rocket, then the balance point of the
rocket should be correct. Since you built the rocket from a
kit, it should be stable.
Near tall trees ______________________________________
6. Payloads- Describe the likely consequences of a flammable, explosive or harmful payload.______________________
__________________________________________________
__________________________________________________
__________________________________________________
7. Launch Site- Does the launch site your teacher has
designed meet the Safety Code standards?__________ What
size engine will you be using?______________ Find it on the
chart of launch site dimensions. Is the launch site large
enough for that engine?______________________________
8. Launcher-Your teacher should have the launch device that
will be used for your launch. Take a look at it. Describe how
an accidental eye injury could occur.
__________________________________________________
On a crowded playground_____________________________
12. Pre-Launch Test- The rocket you will be launching for
this launch is a proven design, built from a kit. However, if
you build rockets on your own, describe why pre-launch tests
are essential. _______________________________________
__________________________________________________
What are things you would test? _______________________
__________________________________________________
__________________________________________________
13. Launch Angle- Use a protractor and draw an angle of 30˚
from vertical on diagram below.
__________________________________________________
__________________________________________________
Why do we need to be careful to prevent the engine exhaust
from hitting the ground directly?
90˚
__________________________________________________
__________________________________________________
This shows you the limit of the angle that a rocket should be launched.
Why is it important to consider the danger of fire?
__________________________________________________
__________________________________________________
14. Recovery Hazards- What is the danger of recovering a
rocket from a power line?_____________________________
__________________________________________________
__________________________________________________
NOTES
ESTES 37 EDUCATOR™
Lesson 6: (Two Days)
Launching a Rocket - Seeing is Believing
Objectives of the Lesson:
The student will be able to:
• Participate appropriately in the launching of each student’s rocket.
• Demonstrate proper safety procedures during a launch.
• Record flight data on a class chart and on an individual chart.
• Demonstrate ability to track the rocket, measure the angular
distance and mathematically determine the height of apogee for the
rocket.
• Calculate the average speed of the rocket ascending and the rocket
descending.
BACKGROUND FOR THE TEACHER
The launch area should be large enough, clear of people and clear of any easy to
burn materials. On the day of the launch, the wind speed should not be more than 20
mph. Early morning or early evening when there is little wind is usually the best
time of day to launch.
The launch pad and the launch cable should be anchored down by bricks or something similar.
The safety cap should be on the launch rod at all times except during launch.
The teacher should be in possession of the safety key at all times.
STRATEGY
Materials Needed: A completed model rocket for each student, an altitude measuring device for each student, Activity Sheet #7 for each student, two stopwatches, the
launcher and the launch controller.
Motivation: Review with the students the need for safety and following
procedures.
Review the launch data sheets.
A. The launch pad should be set up by the teacher. Measure off a 100 foot baseline
from the launch pad for the tracking station. Mark the end of the baseline with a
cone or flag.
B. Demonstrate where each student must stand during the launch, a minimum of 15
feet away from the launch pad while launching.
ESTES 38 EDUCATOR™
C. Each student should have his/her rocket and his/her altitude measuring device, as
well as a pencil and the Individual Launch Data Sheet. Review with the group how
to use the altitude measuring device - sighting, following the rocket, holding the
string promptly at apogee against the protractor and recording the number on the
protractor. The parachute will pop out at apogee.
D. The safety key must never be in the launch controller while the rocket is being
loaded onto the launch pad and the micro-clips are being attached. When it is each
student’s time for launch, the student gives the rocket to the teacher or another student. That person slides the rocket onto the launch rod and hooks up the launch system’s micro-clips. That student should go out to the tracking station. After everyone
is 15 feet or more away from the rocket, insert the safety key. All the students do the
countdown, 5...4...3...2...1...0. The teacher or student then presses the launch button
on the controller. Be sure to remove the safety key immediately after launch.
E. The students should look at the rocket through the straw and allow the weighted
string to swing freely. Lift the altitude measuring device to follow the rocket until it
reaches apogee, when the parachute pops out. The students should “lock” in the
reading by by holding the string with their finger against the protractor the instant
the parachute pops out. Write down the number where the string rests. The teacher
may select one or two student recovery teams to recover rockets after a certain number of rockets have landed or the students may recover their own rockets.
F. Two other teachers, or a student timing team should record the time of each flight
to apogee and again to landing, using a stopwatch. Make certain each student records
his/her angle of distance, the baseline distance, the time to apogee and the time to
recovery on both the class chart and his/her individual chart (Activity Sheet #6 and
#7). It will help to have a student in charge of the Group Launch Data Sheet (#6).
G. Before going in, be certain all students’ Activity Sheet #7 are collected. Distribute
participant certificates to all rocket launchers. (Appendix D)
NOTES
ESTES 39 EDUCATOR™
Activity Sheet #6
Launch Data - Group
Student Name
Baseline
Angular
Distance
Time at
Launch
(seconds)
Time at
Apogee
(seconds)
Time at
Landing
(seconds)
Altitude
at
Apogee
Average
Speed
Ascending
Activity Sheet #7
Launch Data - Individual
Baseline
Angular
Distance
Time at
Launch (To)
(seconds)
Time at
Apogee (TA)
(seconds)
Time at
Landing (TL)
(seconds)
Student Name__________________________________________________________________
ESTES 40 EDUCATOR™
Average
Speed
Descending
Second Day
STRATEGY
Materials Needed: Individual student folders, Activity Sheets #3, #5 and
#7 and a table of tangents for each student.
A transparency of completed Activity Sheet #6.
Motivation: Before beginning calculations ask for several volunteers to
estimate the highest altitude reached by a rocket during yesterday’s launch.
Record the estimates on a piece of paper. Repeat the procedure with estimates of highest average speed ascending per second and lowest average
speed descending per second.
Ask the students to give ideas about variables that would have an effect on
the average speed of descent, such as wind or the type of recovery system.
A. Distribute individual student folders, Activity Sheet #5 and completed Activity
Sheet #7.
B. Display the overhead transparency for the Group Launch Data. Make certain that
all students have their individual sheets filled in. The teacher will give them the
measurement of the baseline. The column for Time at Launch will be 0.
C. Using the formula for determining altitude, guide the students through the
process, if needed. When each student has an altitude, record that beside their name
on the Group Launch Data Sheet. From this data, determine which five rockets
achieved the highest altitude. Also determine which estimates were nearest to the
highest altitudes. (If desired, give certificates to closest estimates and for the highest
altitudes achieved by the rockets.)
D. Guide the students through Activity Sheet #5. Using the formulas, guide the students through the process of determining the average speeds of their rockets, ascending and their rockets descending. Record the average speeds for each student on the
Group Launch Data. From this data, determine which five rockets had the highest
speed ascending and the lowest speed descending. Also determine which estimates
were nearest the actual data. (Give certificates for best estimates, highest speeds
ascending, and lowest speeds descending.)
ESTES 41 EDUCATOR™
Closure:
Display the overhead transparency, “Newton’s Laws of Motion, Putting Them
Together With Model Rocketry”. Review each point with the students and tie it to
their experience with the launch.
Allow the students to discuss why their rockets did not continue going on into space.
What unbalanced forces continued to act on their rockets after the launch?
Distribute the giant wordsearch puzzle, “All About Rockets”, (Appendix C). The students should highlight or circle rocket part words in red, rocket flight sequence
words in blue, laws of motion words and principles in green and recovery system
words in orange.
Evaluation:
Collect the students’ folders and assess their work, particularly the responses to the
vocabulary words and their individual launch data charts.
Ask the students to write three new and important things they learned from studying
about and launching model rockets.
Use the wordsearch puzzle as an assessment of their understanding of the concepts.
NOTES
ESTES 42 EDUCATOR™
Activity Sheet #5
DETERMINING AVERAGE SPEED
How Fast Did It Fly?
Parachute ejects at apogee
TA = time at apogee
Time at launch
To = 0
Soft landing
TL = time at landing
We can calculate the “launch at apogee” average speed and the “apogee to landing” average
speed.
The formula is Average Speed = Distance traveled ÷ Time of travel. Distance traveled on the
diagram is the distance between To and TA (launch to apogee).
You have learned how to determine the altitude or the distance traveled by using your altitude
tracking device and using the mathematical formula Height = Tangent of angular distance x
baseline. Use the following example data:
To = 0 seconds
TA = 3.2 seconds (this would be determined by someone with a stopwatch starting at launch
and stopping at apogee).
TL = 4.1 seconds (this is determined by someone with a stopwatch starting at apogee and
stopping at landing).
Altitude = 288.7 feet
Plug those figures into the following formula:
Average Speed ascending = Altitude ÷ TA - To
288.7 feet ÷ 3.2 seconds - 0 = 90.21 feet per second
If you would like to know the miles per hour you can multiply your answer by 0.682.
90.21 feet per second x 0.682 = 61.52 miles per hour.
When you want to know the average speed descending, from apogee to landing, use this formula:
Altitude ÷ TL - TA
288.7 feet divided by 4.1 - 0 seconds = 70.41 feet per second (TA in this formula = 0) because
the stopwatch was restarted at apogee.
Multiply your answer by 0.682 (70.41 feet per second x 0.682 = 48.02 miles per hour).
ESTES 43 EDUCATOR™
UNIT EXTENSION
Science:
Interested students can be encouraged to present a demonstration illustrating
Newton’s Laws of Motion. Class time should be set aside for the demonstrations.
Math:
Since students have had experience with calculating a rocket’s altitude at apogee,
they could predict the altitude of a rocket before another launch. Since they have had
experience with calculating altitude, their predictions will probably be more accurate. One variable could be a different power engine or a different recovery system,
such as a streamer or a different sized parachute.
Graphing:
The students could construct graphs which show the average speed for the group for
each launch. They could also graph the altitudes of their individual rockets at each
launch or for each person in their group for each launch.
History:
For those students interested in biographies and history, Robert Goddard, Werner
Van Braun or Sir Isaac Newton would make subjects for an interesting bulletin board
for which students could collect information and pictures. NASA would make a
good focus for a bulletin board or center created by students for another grade level
classroom.
Language Arts:
Students interested in receiving information from NASA or from the U.S. Space
Foundation can visit their web sites at the following addresses:
NASA Spacelink
http://spacelink.nasa.gov
U.S. Space Foundation
www.spacefoundation.org
BIBLIOGRAPHY
Cannon, Robert L. Model Rocketry, The Space Age Teaching Aid, Estes Industries,
Third Edition, 1990
Cannon, Robert L. The Laws of Motion and Model Rocketry, Estes Industries, 1979
Cannon, Robert L. and Banks, Michael A., The Rocket Book, A Guide to Building
and Launching Model Rockets for the Space Age, Prentice-Hall, Inc. 1985
Smith, Harry T. and Warden, Henry J., Industrial Arts Teachers Manual for Model
Rocketry, Estes Industries, 1980
Model Rocketry Study Guide, TR-8, Estes Industries, 1985 EST 2841
Rockets, A Teaching Guide for an Elementary Science Unit on Rocketry, NASA,
1991, PED-112
ESTES 44 EDUCATOR™
ACTIVITY SHEETS
ESTES 45 EDUCATOR™
Activity Sheet # 1A
Name_________________________
WORDS FOR ROCKETEERS
Directions: As you learn these words during each session about rockets, you can fill
in the definition. If you need more information, you can also use a dictionary.
ROCKETS IN MOTION
1. ACCELERATE
2. APOGEE
3. DECELERATE
4. DELAY ELEMENT
5. DRAG
6. EJECTION CHARGE
7. GRAVITY
8. IGNITER
9. LAUNCH
10. PROPELLANT
11. RECOVERY SYSTEM
12. THRUST
ESTES 46 EDUCATOR™
Activity Sheet # 1B
Name_________________________
ROCKET STABILITY - HOW AND WHY
1.ACTION/REACTION
2.AERODYNAMIC STABILITY
3.BALANCE POINT
4. FINS
5. LAUNCH ROD
6. LAUNCH LUG
7. VELOCITY
8. SHOCK CORD
HISTORY GUESS
Who were the first people to develop rockets?
When were the first rockets developed?
ESTES 47 EDUCATOR™
Activity Sheet # 1C
Name_________________________
ROCKET PRINCIPLES AND ROCKET RECOVERY
1. ACCELERATION
2. FEATHERWEIGHT RECOVERY
3. FORCE
4. GLIDE RECOVERY
5. HELICOPTER RECOVERY
6. MASS
7. MOTION
8. PARACHUTE RECOVERY
9. RECOVERY WADDING
10. REST
11. SHROUD LINE
12. STREAMER RECOVERY
13. TUMBLE RECOVERY
14. UNBALANCED FORCE
ESTES 48 EDUCATOR™
What I know about rockets
Questions I have about
rockets that may be
answered in this video
Important things I learned in
this video
WHAT I ALWAYS WANTED TO KNOW ABOUT ROCKETS
Activity Sheet #2
ESTES 49 EDUCATOR™
Name_________________________
Name_________________________
Activity Sheet #3A
Lesson
DETERMINING ALTITUDE
Making Your Own Altitude Measuring Device
You will need the following things:
A large diameter soda straw
A 20 cm length of string
A protractor
A weight (an eraser)
Tape
You will be constructing a device that looks like the one in the diagram.
Tape the straw across the top of the protractor as shown. The straw will act as a
sighting tube. Secure the string to the protractor, by slipping it under the straw and
around. Tie it to itself and tape it to the back of the protractor. Tie the eraser at the
opposite end of the string, so that it can act as a weight.
The way an altitude tracking device is used is this:
Hold the straw up to your eye. You will focus on the rocket as it is being launched.
Move the device up as the rocket ascends. When you see the parachute on the rocket
pop out, you will know your rocket has reached apogee. At that instant, hold the
string with your finger exactly where it is on the protractor. Read the number on
your protractor and record it on a pad of paper. That number will help you determine
how high your rocket went.
Try the procedure several times so that you can get the feel of it before the rocket
launch. Your teacher has selected some objects, such as a flagpole, on which to practice measuring altitude.
Stand at the place she or he has marked for each object. Hold the straw up to your
eye. Move the other end of the device up until you can see the top of the object. At
that point, hold your finger on the string against the protractor. Record the angle.
Your teacher will give you the baseline measurement. Use the formula and the table
of tangents to determine the height or altitude of each object.
ESTES 50 EDUCATOR™
Activity Sheet #3B
Name_________________________
B
angular
distance
A
90˚
C
baseline
The rocket is being launched at C. You are standing at A, with your altitude tracking
device. You are trying to determine the angle at A by tracking your rocket as it travels from C to B. B is apogee and that is where you need to note where the string is
on the protractor. Remember that you have to subtract that number from 90˚ in
order to get the angular distance.
The sum of the angles of a triangle is 180˚. The angle at C is a right angle and is
90˚.
Now that your teacher has taught you the formula for determining altitude, try some
of these problems with a partner.
Height = Tangent of angular distance x baseline
Angular distance = 25˚
Tangent of angular = ? (You will need your table of tangents)
Baseline = 150 feet
Height = ————Angular distance = 40o
Tangent of angular distance =
Baseline = 300 feet
Height = ————Make up problems for your partner to solve. Make sure you know the right
answer!
ESTES 51 EDUCATOR™
Activity Sheet #3C
Name_________________________
HOW HIGH IS THAT FLAGPOLE?
Flagpole
Height estimate =
Angular distance =
Tangent of angular distance =
Baseline =
Height =
Tall tree
Height estimate =
Angular distance =
Tangent of angular distance =
Baseline =
Height =
Basketball backboard
Height estimate =
Angular distance =
Tangent of angular distance =
Baseline =
Height =
Make problems for your partner to solve. Make sure you know the right answer!
ESTES 52 EDUCATOR™
Name_________________________
Activity Sheet #4A
NAR MODEL ROCKETRY SAFETY CODE.
1. Materials - My model rocket will be made of lightweight materials such as paper,
wood, rubber, and plastic suitable for the power used and the performance of my
model rocket. I will not use any metal for the nose cone, body, or fins of a model
rocket.
2. Engines/Motors - I will use only commercially-made NAR certified model rocket
engines in the manner recommended by the manufacturer. I will not alter the model
rocket engine, its parts, or its ingredients in any way.
3. Recovery - I will always use a recovery system in my model rocket that will
return it safely to the ground so it may be flown again. I will use only flame resistant
recovery wadding if required.
4. Weight and Power Limits - My model rocket will weigh no more than 1500
grams (53 ounces) at liftoff, and its rocket engines will produce no more than 320
newton-seconds (4.45 newtons equal 1.0 pound) of total impulse. My model rocket
will weigh no more than the engine manufacturer’s recommended maximum liftoff
weight for the engines used, or I will use engines recommended by the manufacturer for my model rocket.
5. Stability - I will check the stability of my model rocket before its first flight,
except when launching a model rocket of already proven stability.
6. Payloads - Except for insects, my model rocket will never carry live animals or a
payload that is intended to be flammable, explosive, or harmful.
7. Launch Site - I will launch my model rocket outdoors in a cleared area, free of
tall trees, power lines, buildings, and dry brush and grass. My launch site will be at
least as large as that recommended in the following table.
LAUNCH SITE DIMENSIONS
Installed
Total Impulse
(newton-seconds)
0.00-1.25
1.26-2.50
2.51-5.00
5.01-10.00
10.01-20.00
20.01-40.00
40.01-80.00
80.01-160.00
160.01-320.00
Equivalent
Engine Type
1/4A & 1/2 A
A
B
C
D
E
F
G
2GS
Minimum
Site Dimensions
(feet)
(meters)
50
15
100
30
200
60
400
120
500
150
1000
300
1000
300
1000
300
1500
450
8. Launcher - I will launch my model rocket from a stable launch device that provides rigid guidance until the model rocket has reached a speed adequate to ensure a
safe flight path. To prevent accidental eye injury, I will always place the launcher so
the end of the rod is above eye level or I will cap the end of the rod when approaching it. I will cap or disassemble my launch rod when not in use, and I will never
store it in an upright position. My launcher will have a jet deflector device to prevent
the engine exhaust from hitting the ground directly. I will always clear the area
around my launch device of brown grass, dry weeds, or other easy-to-burn materials.
ESTES 53 EDUCATOR™
Activity Sheet #4B
9. Ignition System - The system I use to launch my model rocket will be remotely
controlled and electrically operated. It will contain a launching switch that will
return to “off” when released. The system will contain a removable safety interlock
in series with the launch switch. All persons will remain at least 15 feet (5 meters)
from the model rocket when I am igniting model engines totalling 30 newton-seconds or less of total impulse and at least 30 feet (9 meters) from the model rocket
when I am igniting model rocket engines totalling more than 30 newton-seconds of
total impulse. I will use only electrical igniters recommended by the engine manufacturer that will ignite model rocket engine(s) within one second of actuation of the
launching switch.
10. Launch Safety - I will ensure that people in the launch area are aware of the
pending model rocket launch and can see the model rocket’s liftoff before I begin
my audible five-second countdown. I will not launch a model rocket using it as a
weapon. If my model rocket suffers a misfire, I will not allow anyone to approach it
or the launcher until I have made certain that the safety interlock has been removed
or that the battery has been disconnected from the ignition system. I will wait one
minute after a misfire before allowing anyone to approach the launcher.
11. Flying Conditions - I will launch my model rocket only when the wind is less
than 20 miles (30 kilometers) an hour. I will not launch my model rocket so it flies
into clouds, near aircraft in flight, or in a manner that is hazardous to people or property.
12. Pre-Launch Test - When conducting research activities with unproven model
rocket designs or methods I will, when possible, determine the reliability of my
model rocket by pre-launch tests. I will conduct the launching of an unproven design
in complete isolation from persons not participating in the actual launching.
13. Launch Angle - My launch device will be pointed within 30 degrees of vertical.
I will never use model rocket engines to propel any device horizontally.
14. Recovery Hazards - If a model rocket becomes entangled in a power line or
other dangerous place, I will not attempt to retrieve it.
This is the official Model Rocketry Safety Code of the National Association of
Rocketry and the Model Rocket Manufacturers Association. (Effective 10-91)
ESTES 54 EDUCATOR™
Activity Sheet #4C
Name_________________________
NAR MODEL ROCKETRY SAFETY CODE
1. Materials - Does the model we have constructed meet the code according to the
materials used to construct it?_____________
List the materials used in your model rocket.________________________________
____________________________________________________________________
2. Engines/Motors - Your teacher will show you the engines that will be used. Do
they meet the safety code standards?_______________________________________
3. Recovery - Describe the recovery system you will be using.__________________
____________________________________________________________________
Will this recovery system meet the safety code?________________
4. Weight and Power Limits - Use a small postage scale to weigh your rocket.
What is your rocket’s weight?________________________. You can also look on
the package that contained your kit to determine the weight. Does the weight of
your rocket meet the code?_________________
5. Stability - Did you follow the directions carefully for attaching the fins?________
If the fins are attached properly at the end of the rocket, then the balance point of the
rocket should be correct. Since you built the rocket from a kit, it should be stable.
6. Payload - Describe the likely consequences of a flammable, explosive or harmful
payload._____________________________________________________________
____________________________________________________________________
7. Launch Site - Does the launch site your teacher has designated meet the Safety
Code standards?_____________
What size engine will you be using?_______________ Find it on the chart of launch
site dimensions. Is the launch site large enough for that engine?_________________
8. Launcher - Your teacher should have the launch device that will be used for your
launch. Take a look at it. Describe how an accidental eye injury could occur.
____________________________________________________________________
____________________________________________________________________
Why do we need to be careful to prevent the engine exhaust from hitting the ground
directly?_____________________________________________________________
____________________________________________________________________
____________________________________________________________________
Why is it important to consider the danger of fire?____________________________
____________________________________________________________________
____________________________________________________________________
ESTES 55 EDUCATOR™
Activity Sheet #4D
9. Ignition System - Your teacher will be in charge of the ignition system for this
launch. Observe how it works.
Why is it important for all persons to stand a specific distance from the launcher?
____________________________________________________________________
____________________________________________________________________
10. Launch Safety - What are possible consequences of failing to warn people of
the pending launch?____________________________________________________
What are possible consequences of launching the rocket as a weapon?____________
____________________________________________________________________
11. Flying Conditions - Think of each adverse condition. Describe why each one
could be dangerous when launching a rocket.
High winds of over 20 miles an hour______________________________________
____________________________________________________________________
____________________________________________________________________
Near buildings________________________________________________________
____________________________________________________________________
Near power lines______________________________________________________
____________________________________________________________________
Near tall trees_________________________________________________________
____________________________________________________________________
On a crowded playground_______________________________________________
____________________________________________________________________
12. Pre-Launch Test - The rocket you will be launching for this launch is a proven
design, built from a kit. However, if you build rockets on your own, describe why
pre-launch tests are essential._____________________________________________
____________________________________________________________________
What are things you would test?__________________________________________
____________________________________________________________________
13. Launch Angle - Use a protractor and draw an angle of 30˚ from vertical on the
diagram.
90˚
This shows you the limit of the angle that a rocket should be launched.
14. Recovery Hazards - What is the danger of recovering a rocket from a power
line?________________________________________________________________
____________________________________________________________________
ESTES 56 EDUCATOR™
Name_________________________
Activity Sheet #5
DETERMINING AVERAGE SPEED
How Fast Did It Fly?
Parachute ejects at apogee
TA = time at apogee
Time at launch
To = 0
Soft landing
TL = time at landing
We can calculate the “launch at apogee” average speed and the “apogee to landing”
average speed.
The formula is Average Speed = Distance traveled ÷ Time of travel. Distance traveled on the diagram is the distance between To to TA (launch to apogee).
You have learned how to determine the altitude or the distance traveled by using
your altitude tracking device and using the mathematical formula:
Height = Tangent of angular distance x Baseline.
Use the following example data:
To = 0 seconds
TA = 3.2 seconds (this would be determined by someone with a stopwatch starting at
launch and stopping at apogee).
TL = 4.1 seconds ( this is determined by someone holding a stopwatch starting at
apogee and stopping at landing).
Altitude = 288.7 feet
Plug those figures into the following formula:
Average Speed ascending = Altitude ÷ TA-To
288.7 feet ÷ 3.2 seconds - 0 = 90.21 feet per second
If you would like to know miles per hour you can multiply your answer by 0.682.
90.21 feet per second x 0.682 = 61.52 miles per hour.
When you want to know the average speed descending, from apogee to landing, use
this formula:
Altitude ÷ TL - TA
288.7 feet ÷ 4.1 - 0 seconds = 70.41 feet per second (TA in this formula = 0)
because the stopwatch was restarted at apogee.
Multiply your answer by 0.682 (70.41 feet per second x 0.682 = 48.02 miles per
hour).
ESTES 57 EDUCATOR™
Student Name
Launch Data - Group
Baseline
Angular
Distance
Time at
Launch
(seconds)
Time at
Apogee
(seconds)
Altitude at
Apogee
Average
Speed
Ascending
Average
Speed
Descending
Activity Sheet #6
ESTES 58 EDUCATOR™
Name_________________________
Angular
Distance
Time at Launch
(To) (seconds)
Time at Apogee
(Ta) (seconds)
Time at Landing
(TL) (seconds)
Student Name______________________________________________________
Baseline
Launch Data - Individual
Activity Sheet # 7
ESTES 59 EDUCATOR™
OVERHEAD TRANSPARENCIES
ESTES 60 EDUCATOR™
FLIGHT SEQUENCE OF
A MODEL ROCKET
ESTES 61 EDUCATOR™
1.
Newton s First La w
of Motion
• Objects at rest will stay at rest, and
objects in motion will stay in motion
in a straight line unless acted upon by
an unbalanced force.
• REST
• MOTION
• UNBALANCED FORCE
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2.
Ne wt on s S e c on d La w
of Motion
• Force is equal to mass times acceleration.
• MASS
• ACCELERATION
• FORCE
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3.
Newt on s Th ir d La w
of Motion
• For every action there is an
opposite and equal reaction.
• ACTION
• REACTION
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Newton s La ws of Motion
Pu t t in g Th em Toget h er
with Mod el Rock etry
Law 1:
An unbalanced force must be exerted for a
rocket to lift off from a launch pad.
Law 2:
The amount of thrust (force produced by a
rocket engine) will be determined by the mass
of rocket fuel that is burned and how fast the
gas escapes the rocket.
Law 3:
The reaction, or motion, of the rocket is equal to
and in an opposite direction from the action, or
thrust, from the engine.
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PUZZLES
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ROCKETS IN MOTION
Name_________________________
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ALL ABOUT ROCKETS
Name_________________________
Highlight or circle rocket part words in red, rocket flight sequence words in
blue, laws of motion and principles in green and recovery system words in
orange.
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CERTIFICATES
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NOTES
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ESTES INDUSTRIES
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